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• W2338532749 abstract "The objective of this study is to examine the effects of the problem solving skills training program on the social and emotional learning needs, which are task articulation, peer relations and self-regulation along with the social and emotional learning skills of communication, problem solving, coping with stress and self-esteem enhancing skills, for sixth grade primary school students. In this research, true experimental design with pretest-posttest control group design was used and follow-up measurement was also applied to the groups. The study group was selected through randomized sampling from two different primary schools located in Buca province of Izmir during the 2009-2010 academic years. The differences between groups following the experimental procedure were examined by using the Social Emotional Learning Skills Scale and the Social- Emotional Learning Scale. The results of the study put forth that problem solving skills training is effective in increasing task articulation and self-regulation, skills of problem solving, coping with stress total score of social and emotional learning needs and abilities with a permanent effect. It was also determined that the difference in peer relations during the post-test stage in favor of the experimental group was not observed in the follow-up tests. It was also determined that problem solving skills training had no effect on communication skills and self-esteem enhancing skills. SUMMARY Purpose and significance: The objective of this study is to examine the effects of the problem solving skills training program on the social and emotional learning needs, which are task articulation, peer relations and self-regulation along with the social and emotional learning skills of communication, problem solving, coping with stress and self- esteem enhancing skills, for sixth grade primary school students. Within the scope of this research, the effects of problem solving skills training program on the total score of social and emotional learning needs along with the total score of social and emotional learning skills of sixth grade primary school students were also examined. Methods: In this research, true experimental design with pretest-posttest control group design was used and follow- up measurement was also applied to the groups. Within the scope of the study, problem solving skills training program was applied to the experimental group for a period of ten weeks whereas, no program was applied to the control group. The study group of the research consisted of 20 experimental and 20 control group students for a total of 40 sixth grade primary school students selected through randomized sampling from two different primary schools located in Buca province of Izmir during the 2009-2010 academic year. The girl and boy student distribution in the study group was set to 10 students. The differences between groups following the experimental procedure were examined by using the Social Emotional Learning Skills Scale (Kabakci & Kokut Owen, 2010) and The Social- Emotional Learning Scale (Coryn, Spybrook, Evergreen, & Blinkiewicz, 2009). Covariance analyses were used during the statistical analyses of the study and for repeated measures MANCOVA and one-way ANCOVA were used. Results: The results of the study put forth that problem solving skills training is effective in increasing task articulation, self-regulation and total score of social and emotional learning needs with a permanent effect, whereas it was also determined that the difference in measurements during the post-test stage in favor of the experimental group was not observed in the follow-up tests. For social and emotional learning skills it was determined that the education program significantly increased the skills of problem solving, coping with stress along with the total score of social and emotional learning skills and that the difference in favor of the experimental group was also observed in the follow-up tests. It was also determined that problem solving skills had no effect on communication skills and self- esteem enhancing skills. Discussion and Conclusions: The effects of problem solving skills training program on students' social and emotional needs and learning proved that problem solving skills is a component of social and emotional needs and learning. Due to the effect of problem solving skills training on the social and emotional learning needs and skills, the education program is suitable for use in developmental and preventive school guidance services. 1 This article is based on the first author's doctoral dissertation in Guidance and Counseling, which was completed at the Dokuz Eylul University under the direction of the second author. 2" @default.
• W2338532749 created "2016-06-24" @default.
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• W2338532749 date "2012-09-01" @default.
• W2338532749 modified "2023-09-28" @default.
• W2338532749 title "The effect of problem solving skills training on the social and emotional learning needs and abilities of 6th grade students" @default.
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